Lesson video

Hello, I'm Mr. Marsh, and welcome to this spelling lesson.

Before we begin the spelling lesson, I want to tell you about a new word that I've learned this week.

Because part of spelling, and part of why I love spelling is learning new words.

And the word I learned this week was exasperated.

Exasperated means when you're really irritated, or frustrated about something.

So one of my friends was really quite frustrated, and they said they were exasperated.

So I really enjoyed learning that word.

Now in the lesson today, we are going to practise and apply the learning that we did in lesson two of 10, for outcome two.

That's going to be looking at the suffixes for, E-L, A-L, L-E, I-L.

Now, if you haven't watched that lesson, I'd like you to pause this video, come back to it later, and go and watch that lesson.

But if you have watched it, then you are ready to begin.

So let's make a start.

Okay, let's have a look at the agenda for today's lesson.

The first part of the lesson, we're going to look at some key vocabulary, that we're going to need, just to remind ourselves when we move on to the next part of the lesson, where we recap the rules, and the spelling words that we set in lesson two.

Now, look at the word class of words with these suffixes.

We're going to look, and explore, the different word classes that we have with the four suffixes that we're going to look at.

Then we're going to learn a new spelling practise strategy.

And then finally, at the end of the lesson, we are going to test ourselves on the spelling words from lesson two.

Okay, before we properly begin, just make sure that you've got an exercise book, or paper, a pen or a pencil.

Make sure those brains are ready, switched on, and ready to go.

So if you haven't any of those things, I'd like to pause the video now, before we begin.

Excellent, so let's have a look at the key vocabulary that we're going to need, and we're going to refer to in this lesson.

Repeat after me, suffix, your turn.

So a suffix is a group of letters at the end of a word that change its meaning.

Root word, so a root word is a word, or part of a word that can form a new word, through the addition of prefixes and suffixes.

So remember, prefixes go at the start of a word, but our focus in this lesson, is suffixes.

And those suffixes are groups of letters, at the end of the word, that change its meaning.

Okay, so we looked at some of the rules, and investigated rules for the four suffixes, A-L, E-L, L-E and I-L, in our last lesson, lesson two.

So I'm going to now recap those rules with you.

So remember, these prefixes, these four prefixes, all make the /ul/ sound, at the end of a word.

Medical, obstacle, squirrel and capsule.

Can you remember what the rule was? When we have the A-L suffix? So medical, electrical.

Pause the video now, can you remember what the rule was? Okay, could you remember it? Well, maybe it'll help if I highlight these parts of the word.

Okay, has that jogged your memory? So medic and electric, are the root words for medical and electrical.

Now if the root word makes sense by itself, it's likely to have the A-L spelling.

And the other thing about the A-L suffix, is that it's the second most common spelling of the end of words ending A-L, I-L, L-E and E-L.

Therefore, if you are unsure, but you've got a word that's got the /ul/ sound at the end, it could well be the A-L sound, especially if your root word makes sense on its own.

Okay, here was our second rule.

When we looked at the suffix E-L, we had towel and travel.

Pause the video for me now, have a think.

Can you remember what the rule was? Or can you remember something about this suffix? Okay, pause now.

Okay, could you remember anything about it? Or maybe if I show you some other words, cancel, and parcel.

So pause the video, write down any other words that you can think of that have the E-L suffix, making the sound /ul/ at the end of the word.

Okay, could you get any more? Well, maybe you found that really hard to think of many more words that have got the E-L suffix, with the /ul/ sound at the end.

And I'm not surprised, because it's one of the least common spelling of words, ending with the suffixes A-L, I-L, L-E and E-L.

Therefore, there aren't lots, and lots of words that use this suffix.

So that can help us, because if we're not sure with a word that's got the /ul/ sound, maybe it's less likely to be an E-L spelling, if we're trying to spell the word.

Okay, here's our third rule, that we're going to look at.

And this is focusing on the suffix L-E.

So we have candle, trickle, simple, circle, trouble, so they all got the /ul/ sound.

Can you remember anything about this suffix, and any rules that we might have found in lesson two? Okay, pause the video now, and have a think.

Okay, what did you come up with? Well, maybe this gives you a bit of a hint.

I've highlighted D-A-L, P-L-E, B-L-E, C-K-L-E, and C-L-E.

And sorry, candle was D-L-E at the end.

So is there anything now that's jogging your memory? Can you remember back to lesson two, of why I potentially have put these letter strings in blue? Have a think.

Okay, well often L-E forms these letter streams. So you've got those five letter strings there, and therefore that makes L-E, the most common spelling out of the word endings, A-L, E-L, L-E, and I-L.

So they all make the /ul/ sound, but L-E is the most common.

So that means if you're really struggling, and you're not sure which /ul/ suffix sound it should be, then you should go for L-E, because it's the most common, so it's the most likely to be that suffix.

Okay, the final suffix that we're going to look at is I-L.

Still making the /ul/ sound, so fossil, pencil.

Now there were two things about this rule.

I want you to pause the video, and have a think.

But you might want to think particularly about these two words in the sound that comes before the suffix.

Okay, pause the video now.

So we've got fossil, pencil.

Fossil, pencil, has that jogged your memory? Well, before the /ul/ sound, the I-L spelling of the suffix, we have a /s/ sound.

So sometimes the root word has the /s/ sound before the I-L suffix.

Here are four words with the I-L suffix.

Fossil, pencil, pupil and evil.

I'm want you to pause the video, have a think.

Can you think of any more words that ends with the suffix I-L, and have the sound /ul/ at the end? Pause the video, have a think.

Maybe you want to give yourself two or three minutes.

Okay, how did you get on? Well, I imagine you maybe could only think of a few more.

If you managed to think of lots, then I'm really impressed.

Your vocabulary must be brilliant.

But there aren't that many words with the /ul/ sound at the end, and the suffix I-L.

And it's actually the least common of these four suffixes, making the /ul/ sound.

So, that means if we're trying to work out the spelling of a word with the /ul/ sound at the end, the last option that we might go for, is the I-L suffix, because it is the least common.

Okay, challenge for you.

There are four words on the left hand side.

Optional, muscle, channel and turmoil.

And we have four rules for these suffixes.

So I would like you to have a look at the rules, which I'll read to you in a second, and then pause the video, and try and match the word to the correct rule.

So we have which one is the least common, which one is the one of the least common spellings of words, ending with suffixes A-L, E-L, L-E and I-L.

One of them is a rule that if the root word makes sense by itself, it is likely to have the A-L spelling, maybe a big clue in that one.

And finally, the last rule, is the most common spelling out of word endings A-L, E-L, L-E and I-L.

Pause the video for me now, and have a think, and try and match the right rule to the right word.

Okay, how did you get on? Well, we have optional ending A-L.

And remember if the root word makes sense, so here we've got option.

The route would make sense by itself, it's very likely to have the A-L spelling.

Muscle, here we've got in muscle, we've got C-L-E, so which is one of those common letter strings.

And often, words ending L-E, with /ul/ sound, are form part of one of those really common letterings, which means it's the most common spelling out of these four suffixes that we are looking at.

Channel, so the E-L with /ul/ sound.

Now it's one of the least common spellings at the end, so you might not be able to think of that many words that have the E-L suffix at the end.

And the least common of them all is the I-L suffix at the end, making the /ul/ sound.

Okay, now see if we can apply some of these rules that we have learned.

On there, I have got three spellings of muscle.

Three spellings of muscle.

I want you to pause the video, and have a think, which of these is correct? Can you use some of the things that you've learned, and some of the rules that you've learned so far, to try and work out which is the correct spelling? Okay, pause the video now.

Right, have you got an answer for me? Let's see how you got on.

This is what I would do.

So I looked at muscil.

Well, I thought I-L, well it's one of the least common spellings.

So I might eliminate that one to start with, because I'm thinking yeah, it's very unlikely to be that one.

So I've eliminated that one.

Now, I've also eliminated, when it's got the A-L suffix.

Now the reason I've done that, is because I remember the rule for the A-L suffix, is that the root word should make sense on its own.

But here, M-U-S-C-A-L doesn't make sense on it's own.

So I was able to get rid of that one.

And then therefore, it left me with muscle, M-U-S-C-L-E.

Now, why I knew it was this one, is because I remembered that C-L-E, is one of those really common letter strings.

And L-E being the most common suffix of the four that we're looking at.

So if I wasn't sure how to spell muscle, this is how I would go about trying to work out how to spell it.

Okay, let's look at another one.

We've got the word emotional.

Think about the rules that we've learned for suffixes.

The ones that we've been looking at, and can you eliminate which ones are may be incorrect, and which ones are correct.

Okay, let's have a look.

So I got rid of an emotionel, E-L.

Again, it's not one of the most common.

The same for I-L, not one of the most common, actually both of those being the least common.

But here, we have emotional.

And why I knew it was this one, is because in emotional, we have the root word emotion, which makes sense on its own.

So our rule being, if the root word makes sense on its own, then you use this suffix, A-L, for the /ul/ sound at the end.

Okay, I wonder how you got on with that? Quick reminder, of our spelling words for this lesson, and that we had in lesson two.

So repeat after me, physical, individual, emotional, tranquil.

Now remember tranquil is something that's peaceful, a place that's peaceful.

Turmoil, so remember turmoil, my mind brain might be in turmoil, I might be confused, there might be so much going on.

Muscle, vegetable, vehicle.

So vehicle might refer to a car, or anything that's like a transport, anything that's moving something.

Parallel, now you all might remember from mathematics we talked about parallel.

So parallel is where two things that are never going to meet, they're running side by side, but they will never meet, and channel.

Okay, we've recapped the spellings from the last lesson.

Now what we're going to do? So we're going to look at the word class of words with the suffixes A-L, I-L, L-E and E-L.

Now, what do we mean by word class? Well, we mean by word class, the kind of type of word they are.

And the three different types of words that we're going to look at are verb, noun, and adjective.

Now, do a little bit of revision.

See if you can try and recall what a verb, a noun, and adjective are.

Pause the video.

Okay, let's see how you got on.

With a verb, is it doing, or a being word.

A noun is a person, place or thing.

And an adjective is a describing word.

So what we're going to do, is we're going to look at the four different suffixes that make the /ul/ sound.

And we're going to look at the different word classes that the words that they are in form.

So here, I've divided them into two groups.

We've got rural, original and traditional.

And festival, metal and animal.

Pause the video, try and put those words in a sentence and think, what are the word class, are they verbs? Are the nouns, person, place or thing? Or are they adjectives? Are they describing words? Okay, pause the video now? So we have rural, original, traditional.

So let's think about that.

Let me put them in a sentence.

It is rural setting.

That is an original piece of artwork.

This is a traditional story.

All of those words are describing words.

So they are all adjectives.

Now, we have festival.

So I might go to a festival.

I might have a piece of metal, or might say that animal.

So those are all person, place or things.

So that makes them nouns.

So that means that I can have the idea that if something is an adjective, or a noun, it is likely, or it could be using the A-L suffix.

Okay, again I've got two groups of words with the E-L suffix.

We have towel, squirrel, tunnel and parcel.

And then we have another word class of level and parallel.

Pause the video again, put these words in a sentence.

Can you work out their word class? Okay, how did you get on? We got towel, squirrel, tunnel and parcel.

So I pick up a towel.

I saw the squirrel run up the tree.

The car went into the tunnel, and the postman delivered a parcel.

Now those are all person, place or things, aren't they? So they're all nouns.

But then we've got the level and parallel.

It was level ground, the lines were parallel.

So those things are describing nouns, aren't they? So they're adjectives.

So we could then say that anything ending with the E-L suffix, is likely to be a noun, or an adjective.

Now this time, when we've got the L-E suffix, it's been split into three groups.

So we've got cycle and chuckle, uncle and candle, and humble and simple.

Pause the video again, try and put these words in a sentence, and think, what is their word class? Okay, how did you get on? Well, I cycled to school, and I chuckled to myself.

Those are things I'm doing, aren't I? So those are verbs, they're doing and being words.

Here is my uncle.

And I blew out the candle.

Those are person, place or thing, they're nouns.

And then I might say, in my humble opinion.

Or this is a simple recipe.

So those things are describing, they're adjectives, aren't they? They're describing nouns.

So I might be able to make the rule that a word ending with a suffix L-E could be a verb, noun or an adjective.

Now here, we have one group of words.

Fossil, utensil, pencil and pupil, all using the I-L suffix, with the /ul/ sound at the end.

Can you put them in a sentence, and work out their word class for me please? Okay, what did you get? Maybe Let me read you some sentences that might give you a clue.

So I found a fossil.

I used a kitchen utensil.

I write with a pencil.

And he is such a smart pupil.

All those things a person, places or things, aren't they? So that makes them all nouns.

So then, I can make the rule that actually if it's a noun, it might likely have the I-L spelling.

Okay, we're now going to learn a new spelling practise strategy.

And this is one of my favourites, and one that I enjoy doing the most.

And it's called colour blocking.

And we're going to do colour blocking with the word channel.

Let me show you how colour blocking works.

So I've colour blocked the first two letters, the C-H, the 'ch'.

And I've colour blocked the next three letters, A-N-N, and then I've coloured blocked my suffix at the end, the /ul/ sound, so ch-ann-el.

Now there's no right or wrong way to do that.

But why I find this a really useful strategy.

It's that it helps you really interact with a word, it helps me see, it helps me unpick all the little bits of it.

And it makes me look at it a little bit harder, which helps me learn the correct spelling.

Also, using that shape that we had there, the boxes don't have to be the same.

There's no right or wrong of which letters I include in a box.

But helping me kind of have fun, drawing different shapes around it, can really help me, especially when I colour them in, which I can see, kind of picks out groups of letters for me.

So here's another example with individual.

Now, like I said, with colour blocking, there is no right or wrong way.

I have chosen with individual, to colour block it like this.

I put the in, the di, the vi, and then the dual as different things.

But again, I've got different colours.

I've got different shapes, and seeing them at unpicking, and really focusing on little parts of the word, help me learn how to spell this word.

And I deliberately put the word dual at the end, 'cause almost that's like another spelling strategy of seeing a word within a word.

Okay, what I want you to do now, is I want you to use this new spelling practise strategy of colour blocking, on some of the spelling words that we have.

So physical, tranquil, muscle and channel.

And I want you to pause the video, and go and practise.

You can always come back to this video a lot later.

So go and practise using colour blocking for me.

Great off you go.

Okay, now it's time for our spelling test.

So hopefully, you've had a good chance to practise the words for this spelling test.

What I want you to do now, is make sure that you've got a pen and paper.

And on the pen and paper, I would like you to write the numbers one to 10.

So pause the video now, just so that you can get yourself ready for the test.

Okay, great, what we're going to do is, I'm just going to read you the word out.

I'm going to read you the word, and if at any point you think, Mr. Marsh you're going far too fast me, or I've missed a word.

Then pause the video, go back, and you can always start again, or listen to it several times before we mark the test.

Okay, let's begin.

So the first word is physical.

The second word is individual.

The third word is emotional.

The fourth word is tranquil.

The fifth word is turmoil.

The sixth word is muscle.

The seventh word is vegetable.

The eighth word is vehicle.

The ninth word is parallel.

And the tenth word is channel.

Now, if you missed any of those words, pause the video, you can go back, and watch them through again.

Also, you could pause the video, and just check any spellings that you've done.

Think about those spelling practise strategy.

Think about if you've done colour blocking.

can you use colour blocking to just double check some of your spellings before we mark them? Okay, pause the video now, and only start it again when you're ready to mark your test.

Okay great, let's have a look at the correct spelling for the words in our spelling test.

So we had physical, P-H-Y-S-I-C-A-L.

Individual, I-N-D-I-V-I-D-U-A-L.

Emotional, E-M-O-T-I-O-N-A-L.

Tranquil, T-R-A-N-Q-U-I-L.

Turmoil, T-U-R-M-O-I-L.

Muscle, M-U-S-C-L-E.

Vegetable, V-E-G-E-T-A-B-L-E.

I quite often forget that the second E, so V-E-G-E-T-A-B-L-E.

Vehicle, V-E-H-I-C-L-E.

Parallel, P-A-R-A-L-L-E-L.

And finally channel, C-H-A-N-N-E-L.

What I want you to do now, pause the video, double check that you've marked it correctly, and any that you've got wrong, make a note of the correct spelling.

'Cause after this lesson, I want you to take that away, and just practise those words until you're getting them correct every single time.

'Cause that's really important, if we get words wrong, to go away and practise them, so we know for next time.

okay, pause the video now.

Fantastic, well congratulations.

That brings us to the end of our lesson.

Let's recap quickly what we did in this lesson.

So we looked at some key vocabulary that helped us through the lesson.

We recapped the rules for the suffixes of A-L, E-L, L-E and I-L.

Then we looked at the different word classes for these different suffixes.

We learned that new spelling practise strategy of colour blocking, which you can use for many different words, doesn't have to be just the suffixes that we've looked at.

And then we did our spelling test.

So well done.

Congratulations, you've completed this lesson.

I really enjoyed it.

I hope you did too.

If you got any of the spelling words wrong, then do take them away, do a little bit of practise, and then you can then learn from those mistakes.

Because it's absolutely fine, that's how we get better.

Okay, goodbye.